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M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika
Published by Universitas Wiralodra
ISSN : 25025872     EISSN : 26223627     DOI : -
Core Subject : Education,
Education Mathematics
Mathline is published by Mathematics Education Department of Wiralodra University. Mathline publishes the research issues on mathematics, mathematics education, and could be experiment, research and development, or classroom action research. This Journal are bi-annual publication, on February and August.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 472 Documents
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Computational Thinking Skills in Understanding The Limit of Algebraic Functions Lisa, Lisa; Hasratuddin, Hasratuddin; Sinaga, Bornok; Napitupulu, E. Elvis; Panjaitan, Asmin
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 9 No. 2 (2024): Mathline: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v9i2.549

Abstract

The purpose of this study was to determine the evaluation of computational thinking ability in understanding the limits of algebraic functions for students majoring in Tadris mathematics at Lhokseumawe State Islamic Institute. The research subjects were 1st semester students, totaling 6 students. Data collection techniques in this study used computational thinking ability tests and interviews, and then the data were analyzed based on computational thinking indicators, namely decomposition, pattern recognition, algorithm thinking, generalization, and abstraction. The results obtained from high computational thinking ability indicators that can be completed perfectly are decomposition, pattern recognition, algorithm thinking, and generalization/abtraction. With moderate computational thinking ability, students have been able to solve problems perfectly for indicators of decomposition and pattern recognition, but for indicators of thinking algorithms and generalizations or abstractions, they are still less precise. Low computational thinking ability has been able to measure decomposition indicators, but for pattern recognition indicators, thinking algorithms are still less precise in solving, while generalization and abstraction indicators do not answer.
Magic Forms and The Mathematical Creative Thinking Ability of Secondary School Students Muntazhimah, Muntazhimah
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 8 No. 4 (2023): Mathline: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v8i4.550

Abstract

A growing body of literature has shown that mathematics learning is expected to facilitate students to develop creative thinking abilities. In reality, students' creative thinking abilities are not fully accommodated through mathematics learning. Therefore, this research aims to explore middle school students' mathematical creative thinking abilities based on learning experiences with Magic Forms. This qualitative research with an explorative approach focuses on the participation of three class VII students at a state junior high school in Jakarta (MA, LS, and YC). Data collection techniques used in this study were learning outcomes tests and interviews. Data analysis techniques in this study used data reduction, data presentation, and drawing conclusions. Based on the results of the study, it was found that: MA meets the four indicators of mathematical creative thinking ability, MA felt helped by the experience of learning with Magic Forms and challenged by the experience of working on the ability to think creatively. LS met the four indicators of mathematical creative thinking ability, LS also felt helped by the experience of learning with Magic Forms and amazed by the experience of working on the ability to think creatively. YC met the four indicators of mathematical creative thinking ability, for the subject's authenticity indicator reached a percentage of 68.75% (higher indicator). Moreover, YC did not feel helped by the experience of learning with Magic Forms and was confused by the experience of working on the ability to think creatively.
Philosophy of Mathematics in Primary Education Mathematics Learning: Ontological, Epistemological, and Methodological Fajri, Hardian Mei; Raihan, Muhammad Dawam; Sumantri, Mohamad Syarif; Nurhasanah, Nina; Utomo, Erry
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 9 No. 1 (2024): Mathline: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v9i1.552

Abstract

The purpose of this study is to examine the relationship, position, and role of the philosophy of mathematics in learning mathematics in basic education through the perspective of the scope of philosophy, namely ontological mathematics, epistemological mathematics, and methodological mathematics. This research is a qualitative descriptive research with a literature study approach. Data collection techniques are carried out through the documentation method of articles originating from the Google Scholar database, as well as books related to the philosophy of mathematics. Data analysis techniques consist of data reduction, data presentation, and conclusion. The results highlight three main aspects within the scope of the philosophy of mathematics: ontological, epistemological, and methodological. Ontological mathematics addresses the ontological foundations of mathematics for teaching, including the role of mathematics in various contexts. The epistemology of mathematics emphasizes the importance of understanding the discipline from multiple perspectives to enhance learning and curriculum design. Meanwhile, the methodology of mathematics highlights the role of specific methods in determining mathematical solutions. In conclusion, understanding the philosophy of mathematics in these three aspects is important for educators to improve the learning process of mathematics at the primary level comprehensively and optimally.
Analysis of Creative Thinking Skills In Solving Story Problems In Solid Figure Hasnawati, Zakiyah; Sutarni, Sri
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 9 No. 1 (2024): Mathline: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v9i1.554

Abstract

This study aims to describe the creative thinking ability of students in solving story problems of solid figure. The method used is descriptive qualitative. The subjects of this study were 3 students of class VII SMP Negeri 1 Batu Sopang who were selected based on the test results and categorization of high, medium, and low levels of creative thinking. The results indicated that students with a high level of creative thinking ability achieved the fluency, originality, and elaboration indicators very well. While for the flexibility indicator the subject is still classified as good. Students whose level of creative thinking ability is moderate can achieve fluency and originality indicators well while for flexibility and elaboration indicators are still not good. Students whose level of creative thinking ability is low do not achieve all indicators of creative thinking. 
Geometric Patterns in Jaipong Dance: An Ethnomathematics Study Lestari, Santi Arum Puspita; Kusumaningrum, Dwi Sulistya; Nurapriani, Fitria
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 9 No. 1 (2024): Mathline: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v9i1.556

Abstract

Jaipong dance is a traditional dance deeply rooted in the culture of West Java. However, not everyone is aware that Jaipong dance incorporates mathematical elements into its performance. Therefore, the aim of this research is to analyze mathematical concepts, particularly geometric patterns, within Jaipong dance. The research approach employed is ethnography, with data analysis including domain analysis, taxonomic analysis, and ethnographic analysis. Data was collected through three main methods: interviews, observations, and documentation. The research findings reveal the utilization of mathematical concepts in Jaipong dance. This includes counting from 1 to 8 to maintain the dance's rhythm and the use of geometric shapes in floor patterns. The floor patterns in Jaipong dance reflect the spatial arrangement used in the dance performance. Some of the floor patterns used in Jaipong dance encompass straight lines, diagonals, triangles, quadrilaterals, and pentagons. Thus, Jaipong dance not only blends artistic movements but also integrates mathematical and geometric concepts within its floor patterns. Geometry plays a significant role in creating visual aesthetics and regulating interactions among the dancers during Jaipong dance performances.
Analysis of Learning Difficulties in Mathematics Regarding 3d Geometric Shapes Materials at SDN 2 Weru Nuha, Auliyatun; Subayani, Nataria Wahyuning
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 9 No. 1 (2024): Mathline: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v9i1.559

Abstract

This research aims to determine the difficulties of learning cubes and rectangular prisms experienced by 5th grade students. The research method used was quantitative descriptive methods with a sample of 18 students and the 5th grade teachers at SD Negeri 2 Weru. Data collection techniques were carried out by observation and interviews. The results of the research show that: a) Students' ability to draw cubes and rectangular prisms is in the high category with a percentage of 83.33%. This can be seen in the suitability of student work results with the instructions given; b) Students' ability to identify geometric elements in images is in the very low category, with a percentage of 33.33%; c) Students' ability to determine the volume and surface area of a cube is in the moderate category with a percentage of 61.11%; d) Students' ability to determine the volume and surface area of a rectangular prism is in the low category with a percentage of 55.55%; and e) Students' ability to determine the volume and surface area of a rectangular prism based on the image presented is in the very low category with a percentage of 38.89%. Difficulties in learning mathematics faced by students include the inability to distinguish between cubes and rectangular prisms and their elements, difficulty while answering questions and applying formulas, the basics of multiplication are not yet strong, and lack of motivation to learn.
Ethnomathematical Connections of Indramayu Traditional Boat Forms: Implications For Institutionalization School Geometry Concept Nurafifah, Luthfiyati; Gunadi, Farid; Sudirman, Sudirman; Wahyudin, Wahyudin
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 9 No. 1 (2024): Mathline: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v9i1.561

Abstract

artifacts, and so on. However, there still needs to be more emphasis on the connection between traditional boat building and mathematics. Therefore, this article aims to characterize the ethnomathematics connections built from the traditional Indramayu boat shape. Theoretically, this research is based on ethnomathematics, ethnomathematics connections, and Universal Activity. The research approach used is qualitative by using an ethnographic design. This article's research object is the form of traditional boats in Indramayu—the research data obtained from preliminary studies, observations, interviews, and documentation. Interviews were conducted with three people, namely two builders and crew members (Ship's Crew). Based on the results of the study, it was found that the ethnomathematics connection to traditional boats can be seen in the forms of boat buildings and the accessories that complement them, such as the lunas, haluan, lambung, kemudi, hatch, and storage area. Institutionalizing the parts of the boat can represent the concepts of plane and spatial geometry. Therefore, the implications of this article can enrich students' starting points for learning mathematics and facilitate students' understanding of abstract mathematics using the context of society's culture.
Philosophy-Infused Culture-Based Learning Models In Mathematics Education Mendrofa, Ratna Natalia; Dewi, Izwita; Simamora, Elmanani
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 9 No. 1 (2024): Mathline: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v9i1.562

Abstract

The aim of this research is to explore and leverage the synergistic relationship between the philosophy of mathematics education and culture-based learning models. It seeks to investigate how philosophical perspectives can inform and enrich the development and implementation of culture-based learning models in mathematics education. Additionally, it aims to examine how integrating philosophical underpinnings can deepen students' comprehension of mathematical concepts within diverse cultural frameworks. Reading the entire paper is essential for anyone interested in advancing the field of mathematics education with a focus on cultural integration. This research explores the intricate relationship between the philosophy of mathematics education and culture-based learning models, offering valuable insights into how philosophical perspectives can enrich teaching practices within diverse cultural contexts. Moreover, it outlines crucial future research agendas, emphasizing the need for cross-cultural studies to identify universal and context-specific approaches, as well as the importance of equipping mathematics educators with the necessary skills through professional development programs. Overall, the paper provides a comprehensive roadmap for educators, researchers, and policymakers to promote inclusive and culturally relevant mathematics education, making it a must-read for those dedicated to enhancing educational practices in a diverse world. In conclusion, the integration of cultural elements in mathematics education is a dynamic field with promising future agendas. Cross-cultural research and teacher professional development programs are essential components for advancing the inclusivity and effectiveness of mathematics education in diverse contexts. By addressing these agendas, we can foster a more equitable and culturally responsive approach to teaching and learning mathematics.
Can Scanning Technique Affecting Elementary Students’ Understanding In Solving Math Narrative Text? Purnamasari, Nensi Desiana; Abduh, Muhammad
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 9 No. 1 (2024): Mathline: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v9i1.564

Abstract

This research was dedicated to finding out the effect of scanning techniques on cognitive aspects, with a focus on mathematics narrative text for fourth grade students in a rural environment. In carrying out this research, the method used was quasi-experimental. The sample for carrying out this research included an experimental class consisting of 22 students, while the control class consisted of 22 students. After carrying out this research, it was found that the experimental class, which used the scanning technique when carrying out learning activities, obtained an average score of 84.6, which was higher than the control class, which did not use the scanning technique only 72.8. Apart from that, the value of the effect size (d) was also obtained, the amount of which was 0.74, where this was adjusted based on the results obtained from calculating the effect size using the calculation form in the form of Cohen's d. Then, from the effect size value obtained, interpret the influence of using scanning techniques, which falls into the medium category. So, this statement provides an indication of where a good effect was found after using the scanning technique regarding cognitive aspects of ability with a focus on math story questions intended for fourth grade students in a rural environment.
On Super (a,d)-C_3- Antimagic Total Labeling of Dutch Windmill Graph D_3^m Irene, Yanne; Mahmudi, Mahmudi; Nurmaleni, Nurmaleni
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 9 No. 1 (2024): Mathline: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v9i1.565

Abstract

This paper  is aimed to investigate the existence of super (a,d)-C_3- antimagic total labeling of dutch windmill graph D_3^m . The methods to achieves the goal was  taken in three step. First of all determine the edge and vertices notation on dutch windmill graph . At the second step, labeling the vertices and edges of several dutch windmill graphs, then obtained the pattern. Finally pattern must be proven to become theorem. Based on the study, The Dutch Windmill Graph D_3^m, with m>=2 has super  (14m+9,5)-C_3- antimagic total labeling, super (13m+8,3)-C_3-  antimagic total labeling, super (12m+9.,5)-C_3-  antimagic total labeling, super (11m+10.,7)-C_3-  antimagic total labeling, super (10m+8.,3)-C_3-  antimagic total labeling.

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